BRING THE NUMBER PARTNERS CHALLENGE TO …numberpartners.org/.../uploads/NNP-Challenge-Pack-2016.pdfthe Tower Hamlets 2016 dates are: Week 1 – week commencing 25th April Week 2 –

BRING THE NUMBER PARTNERS CHALLENGE TO YOUR LOCAL AREA

Announcing the Number Partners Challenge 2016!

Here in Tower Hamlets at Number Partners HQ we’re gearing up for the fourth annual Number

Partners Challenge competition. This year, we’d like to invite all our delivery partners to get

involved by running their own competition locally.

We’ve put together this pack using the maths activities from the Tower Hamlets Education

Business Partnership competition to help you structure the competition in a way that works for

you, making it as large or small scale as you like. In this pack you will find:

1) An overview of the Number Partners Challenge

2) Tips for administering the competition

3) Maths activities for rounds 1-3 and the final round including

a. Instructions and volunteer tip sheets

b. Team entry sheets for submission

4) Templates for team registration forms, recruitment poster and certificates

Just for a little more competitive fun, we will have our own competition across the country with a

mini prize for the geographic area with the most teams taking part.

Tweet us throughout your planning and competition with photos, thoughts or quotes

@NumberPartners using #CountMeIn.

If you need some additional help to plan your competition, contact Avanti, National Number

Partners Project Manager at [email protected] or 020 7655 0304.

mailto:[email protected]

What is the Number Partners Challenge?

The Numbers Partners Challenge is designed for Years 4-6 (ages 8 – 11) but pupils of any age

are welcome to take part.

As with all things Number Partners, the idea is to bring maths to life and make it fun for young

people, but the Challenge also provides opportunities for problem-solving, logic and teamwork

and brings variation to the Number Partners sessions.

You and your pupils may find the activities challenging (what it says on the tin!), as they are

intended to stretch pupils with the help of a supportive adult. Pupils and partners shouldn’t be

discouraged if they don’t complete activities, the idea is to start those numerical wheels turning.

How does it work?

The challenge consists of four weeks of maths activities adapted from the University of

Cambridge’s nrich website, designed to fit into a 30 minute Number Partners session.

Volunteer support a group of 2-4 pupils to complete as much of the activity as possible within

the 30 minutes.

Each weekly round is scored centrally to determine top scoring teams, with points awarded for

process as well as correct answers.

In Tower Hamlets, the fourth week takes place as a special event, the Grand Final, where top

scoring teams are invited to compete for the opportunity to visit the University of Sussex as part

of their prize.

Tips for administering the competition

You could run the Number Partners Challenge in a number of ways:

Across your local area

You could generate excitement for the competition by inviting all companies and

schools you work with to take part, promoting it via emails to school and company coordinators, your website, newsletter and the poster (template attached).

You may want to use the registration form (template attached) so you know who is taking part and you can send them the activities each week.

Set the timescale for the competition, including submission deadlines. For example, the Tower Hamlets 2016 dates are:

Week 1 – week commencing 25th April Week 2 – week commencing 2nd May Week 3 – week commencing 9th May Final submission date for all three activities: Friday 20th May, 2016 Grand Final: Friday 27th May (2 hours) University visit for 1st prize: 8th June

Each week on Monday morning or the Friday before, send out the activities to participants. Set aside time to score each week as most will submit their entries weekly. Award discretionary points for working out shown.

You don’t need to host a Grand Final if you don’t have time or resources – you could instead use the final round as a Week 4 activity, then announce the top teams as 1st place and Runners Up. Tip: To keep momentum, announce the names of top few scoring teams each week.

http://nrich.maths.org/frontpage

Within one school

Schools can run a mini competition themselves, either over four weeks as above or as a drop down half-day involving a whole class or year group.

Teachers can help teams too if there isn’t enough volunteer support.

For example, for a drop down half-day, the first three rounds can serve as heats.

--10 mins intro--

Round 1: 30 mins

--10 mins break--

Round 2: 30 mins

--10 mins break--

Round 3: 30 mins

--30 mins lunch--

(complete the scoring and announce top teams that take part in the final)

Final Round: 45 minutes

--10 mins break—

Awards and Prizes: 10 mins

If you aren’t running a competition, you may just wish to encourage volunteers, company

coordinators and schools to try out the activities with pupils, as an extra challenge during

Number Partners sessions.

Tips for the Grand Final

If you wish to host the final activity as a special event, it can be structured as a 90 minute

session for participating teams. Volunteers are encouraged to attend with their teams, and

school staff are of course available to support teams.

In Tower Hamlets, the event is hosted by a partner company, giving finalists an opportunity to

visit their offices. Schools may also be willing to host. The number of finalist teams is

determined by the size of the venue.

Alternatively, you could work on the fourth activity in a normal partner session and visit the

school to present prizes, certificates and badges during an assembly, as well as announce the

winning team(s) using your communication channels.

Tip: Don’t forget to take photos and let local press know.

Tips for prizes

We recommend all participants receive a certificate (template attached) and a badge or sticker.

Badges can be purchased here: http://www.trophiesandmedals.com/school-trophies-awards-

badges/maths-star-pin-badge-ba048_ct2633pd8303.htm

The runner up team(s) can be awarded some maths games for their class:

http://numberpartners.org/games

http://www.trophiesandmedals.com/school-trophies-awards-badges/maths-star-pin-badge-ba048_ct2633pd8303.htm

http://www.trophiesandmedals.com/school-trophies-awards-badges/maths-star-pin-badge-ba048_ct2633pd8303.htm

http://numberpartners.org/games

The winning team can receive a trophy:

http://www.trophiesandmedals.com/productlist.aspx?terms=maths%20trophy

Their first prize of a university visit can be arranged for free with the outreach or widening

participation of a local or regional university. In Tower Hamlets, we prefer the winners to have a

chance to go further afield, with a coach paid for by a partner company.

Summary of challenge activities attached

All activities come with a tip sheet for volunteers, an explanation of the activity, and an entry

sheet for submission.

Week 1: Heads and Legs – Using trial and improvement, teams are tasked with figuring

out how many hens there are in a farm of 8 heads and 22 legs made up of sheep and

hens.

Week 2: Playground Shapes - Looking at measurement and regular shapes, teams are

given a set of facts to figure out how many of each shape were drawn on the playground

– with a brain-bending extension question for extra points.

Week 3: The Dice Train – Using methodical thinking, teams are tasks to find all the

combinations of a dice train based on a set of rules.

Week 4 (Final): Pied Piper Challenge – Building on recognising patters and showing

calculations from Week 1, teams are tasked with determining how many of the 600 feet

heard leaving the town are human and how many belong to rats.

http://www.trophiesandmedals.com/productlist.aspx?terms=maths%20trophy

ROUND ONE

National Number Partners Challenge 2016

Partner Tip Sheet

Round One: Heads and Legs

This challenge is all about trial and improvement. You should spend no more than 30 minutes on the challenge as a whole – don’t worry if you don’t complete it, just try and get as far as you can. You will need:

Entry sheet

Scrap paper/white boards for your working out

The Heads and Legs Problem On a farm there were some hens and sheep. Altogether there were 8 heads

and 22 legs.

How many hens were there?

Tips for volunteers

Use the pictures as visual aids if needed – you could print copies of the pictures or start

by asking the children to draw a hen and a sheep, and write underneath the number of

legs each will have.

The task will involve trial and improvement. You could start by asking the team to work

out how many legs there would be if all of the 8 heads on the farm belonged to sheep.

Does this equal 22 legs?

Now ask them to do the same for 8 hens. Does this equal 22 legs?

Help the team make changes to these combinations until they have a total of 22 legs,

and complete the entry form.

For full points, teams should create a number sentence (sum) to demonstrate their

working. For example, 8 hens x 2 legs = 16 legs.

Don’t forget to tweet us during your Number Partners Challenge – why not

send us photos of your team taking part, feedback on the activities or

some encouragement for your team using #CountMeIn @NumberPartners

For more information on the Number Partner Challenge visit

numberpartners.org/number-partners-challenge

All of the activities featured in the challenge this year are adapted from resources from nrich at the University of Cambridge - http://nrich.maths.org

http://numberpartners.org/number-partners-challenge/

http://nrich.maths.org/


Round One: Heads and Legs

On a farm there were some hens and sheep.

Altogether there were 8 heads and 22 legs.

How many hens were there?

You could start by thinking about how many legs there would be if

all of the 8 heads on the farm belonged to sheep. What about if

there were 8 hens instead?

What could you try next to get the right number of legs?


Team Entry Sheet Round One

How many legs do 8 hens have?

/1

How many legs do 8 sheep have?

/1

If there are 22 legs on the farm, how many hens must there be?

/2

Can you write a number sentence to show your workings out?

/2

TOTAL SCORED /6

Team Name:

School Name Pupil Names Volunteer Company







ROUND TWO


Partner Tip Sheet

Round Two: Playground Shapes

This challenge looks at measurement and regular shapes. You should spend no more than 30 minutes on the challenge as a whole – don’t worry if you don’t complete it, just try and get as far as you can. The extension question is especially brain-bending! You will need:

Entry sheet

Scrap paper/grid paper for your working out

Playground Shapes Sumona and Ben went outside school to draw some large shapes on the playground

with chalk. Teams must work out how many of each shape was drawn using the

following statements.

1. None of the shapes shared sides with any other shapes. 2. The children each had a box of ten sticks of chalk. Each stick drew 10 metres

before it was completely worn away. 3. Both of them drew shapes with all sides measuring one metre long.

Sumona drew squares and octagons, sixteen shapes altogether, and used up all her chalk. How many of each shape did she draw?

For groups that are able, there is an extension question which will enable them to earn bonus points.

Ben drew triangles, hexagons and squares. He drew 20 shapes and still had two sticks of chalk left. How many of each shape did he draw?

Tips for volunteers

Ask pupils to calculate the number of sides that Sumona can draw in total if she used all

of her chalk, e.g. 10 pieces of chalk, each can draw 10 metres.

If Sumona only drew squares, how many could she draw? Work from here to swap

squares for octagons until you have 16 shapes in total.

Encourage them to be methodical; draw the shapes as you go or record workings out in

a table.

Discuss the properties of each of the shapes mentioned in the problem.


Don’t forget to tweet us during your Number Partners Challenge – why not send

us photos of your team taking part, feedback on the activities or some

encouragement for your team using #CountMeIn @NumberPartners






Round Two: Playground Shapes

Sumona went outside school to draw some large shapes on the playground with chalk.

1. None of the shapes are touching. 2. Sumona used a box of ten sticks of chalk. Each stick drew 10 metres before it

was completely worn away. 3. She drew shapes with all sides measuring one metre long. 4. Sumona drew only squares and octagons, sixteen shapes altogether, and used

up all her chalk.

How many of each shape did she draw?

Use the grid paper to draw the shapes if you want to. How could you record your workings out? Think about how many sides each shape has.

Extension question (if you have time)

Ben joined Sumona outside, with another box of ten sticks of chalk. He drew triangles, hexagons and squares. He drew 20 shapes and still had two sticks of

chalk left. How many of each shape did he draw?

Tips

If Ben used 80 metres of chalk, and only drew squares how many would be on the playground?

Now replace squares for triangles and hexagons adjusting as you go, until you have at least one of each shape and 20 shapes in total.

More than one combination is possible, but you only need to give one answer.


Team Entry Sheet Round Two

How many sides to each of the shapes have?

Square

Octagon

Triangle

Hexagon /4

How many of each shape did Sumona draw?

/2

Using the grid paper, draw accurately each of the shapes listed above.

/5

Extension

How many of each shape did Ben draw?

(More than one combination is possible but you only need to

show one)

/3

TOTAL SCORED /14

Team Name:








ROUND THREE


Partner Tip Sheet

Round Three: The Dice Train

This challenge is all about trial and improvement. You should spend no more than 30 minutes on the challenge as a whole – don’t worry if you don’t complete it, just try and get as far as you can. You will need:

Entry sheet

4 dice – preferably 3 of one colour, one of a different colour

Scrap paper/white boards for your working out

The Dice Train Using four dice stacked in the shape of a train, teams must work out how many different

variations are possible if they follow three rules.

4. Faces of dice that touch each other must have the same number.

5. The number on the top of the funnel (top of the white dice in the picture) must equal the total of the numbers showing on top of the remaining dice (the ‘carriages’) that can be seen.

6. You must use all four dice.

Tips for volunteers

Get your team to look at the four dice and building the

train in the picture. Make sure your pupils know which

is the ‘funnel number’, and which are the ‘carriage

numbers’.

You could ask the children to tell you which of the numbers on the dice can add up to

make other numbers e.g. 1 + 3 = 4 which features on a dice, but 5 + 9 =14 does not.

You could use multiple sets of dice and let each team member try different

combinations, or work together methodically. You will need to help your team track their

combinations and come up with a sensible approach as there are points available for

good explanations.










Round Three: The Dice Train

These dice represent an old steam train. The dice that make up the train are joined using three rules.

RULE 1: Faces of dice that touch each other must have the same number. So, underneath the white dice is a 3 touching a 3 on the blue dice. The blue dice has a 6 on the face that touches the 6 on the middle blue dice. The middle blue dice has a 1 that touches the 1 on the last dice.

RULE 2: The number on the top of the funnel (top of the white dice in the picture) must equal the total of the numbers showing on top of the remaining dice (the ‘carriages’) that can be seen. So, the 4 on top of the funnel equals the two 2's on top of the blue dice.

RULE 3: You must use all four dice. So this means there are always two 'carriage numbers' to add up.

YOUR CHALLENGE

Obeying all the rules, how many different trains is it possible to make?

Don’t forget to tweet us during the Number Partners Challenge – why not send us

photos of your team taking part, feedback on the activities or some



Team Entry Sheet Round Three

How many different trains can you make if you follow the three rules?

/1

Can you show below how you recorded your combinations to make sure you didn’t repeat any? You can use extra

paper if you need to.

/1 point for accuracy, 1 point for a methodical approach

(per combination)

Team Name:


TOTAL SCORED







FINAL ROUND

National Number Partner Challenge 2016

Partner Tip Sheet

The Final Challenge: The Pied Piper

Read out this story to finalist teams

Once upon a time, on the banks of the River Wesser in the north of Germany, stood the

quiet and sleepy town of Hamelin. Hameliners were a modest and honest folk who

through their hard work had made Hamelin one of the most prosperous towns in Saxony.

All were calm, quiet and content. Then one day things started to change...

It started with a rat, then another and then another until there were handfuls scuttling from

side to side. The town’s cats tried their very best to keep the numbers down, but just

seemed to get fatter and fatter with this new all rodent diet, without having much effect.

The rats were everywhere...

Then, on one ghastly day in March, a black sea of rats swarmed over the whole town. In

the morning, they attacked the barns and storehouses. In the afternoon, they gnawed the

wood and cloth and anything else they could get sink their teeth into.

The terrified citizens flocked to plead with the town councillors to free them from this

horrible plague.

"What we need is an army of cats!" said one man, hopefully.

But by this time, all the cats had died of rat poisoning, their bellies blown up like balloons.

"We'll put down poisoned food then . . ." said a woman, defiantly.

But most of the food had already been eaten.

"Who can help us!" squealed the mayor, his arms flapping in the air.

Just as everything seemed lost, there was a loud knock at the door. "Who could that be?"

the town wondered uneasily as they saw that everyone they had ever known was in the

room with them. On opening the door, they saw a tall, thin man dressed in brightly

coloured clothes and a feathered hat, holding a long, gold pipe.

"I've freed other towns of beetles and bats," the stranger announced, "and for a tiny sum,

I'll rid you of your rats!"

“At dawn tomorrow, there won't be a rat left in Hamelin!"

The sun was still below the horizon, when the quiet sound of a pipe wafted through the

streets of Hamelin. So quiet, in fact, that only the rats could hear its haunting tune. The

pied piper slowly made his way through the cobbled streets as the rats scampered out of

doors, windows and gutters; rats of every size, rats of every colour, all following the sound

of the piper’s pipe.

But the haunting tune was also heard by the children of the town, who one by one awoke

from their sleep to follow the pied piper out of the city.

The grownups who awoke by chance swore they heard the sound of 600 feet leaving the

town as the sun rose.

But they couldn’t say how many of those feet belonged to children and how many to rats...

Can you help them find out?


Partner Tip Sheet

The Final Challenge: The Pied Piper

Congratulations on making it to the final round of the Number Partner Challenge 2013! Teams will need to work together to calculate the answers to the problem as well as present their findings clearly. You will have 45 minutes to get as far as you can before each team will be judged and a winner announced! You will need:

A3 paper and pens

Entry sheet

Calculator (on request)

The children will be told the story of The Pied Piper of Hamelin. The townspeople heard

600 legs leaving the town, but they do not know how many children and how many rats

have disappeared.

The challenge is to investigate the different combinations of rats and children there

could be with 600 legs, and then use these findings to answer some bonus questions.

The aim is to encourage children to think logically and creatively about the problem.

Try not to direct them too much once they understand what to do as there is no right or

wrong way for them to display their findings.

Tip = Starting with 1 rat, work out how many children you would have to make 600 legs

altogether. Then try two rats. For example;

1 rat = 4 legs

600 legs – 4 = 596

Children have 2 legs each so 596 ÷ 2 = 298 children

2 rats = 8 legs

600 legs – 8 = 592

592 ÷ 2 = 296

If they are unsure how to start after you have discussed the problem, suggest making a

table to record the different combinations. Something like;

No. of rats No. of children Legs (=600)

1 298 4 + 596

2 296 8 + 592

There is no need for children to complete the whole table – they should be able to see

some sort of pattern after just a few rows – suggest a maximum of 10.

Only once they have spent time looking for a pattern and investigating the

problem, should they look at the entry sheet and answer the questions.


The Final Challenge Answer Sheet

The Pied Piper of Hamelin is a story you may have heard before. You must help the

people in the town to find out how many rats and how many children have disappeared

– all they heard were 600 legs leaving the town.

Your challenge is to investigate the combinations of children and rats there could be

with a total of 600 legs, if each rat has 4 legs and each child has 2 legs.

Present your ideas clearly on the A3 paper provided as well as answering the questions

below. You will get marks for clear explanations and team work, as well as correct

answers. You will have 45 minutes.

School Name Team Name Volunteer Company

Bonus Questions Answer and explanation

If there were 74 rats, how many children would there be?

If there were 300 children, how many rats would there be?

What is the maximum number of rats you could have and still have at least 1 child?


The Final Challenge Judges Sheet

School Name Team Name Volunteer Company

Marking Criteria Answer Points Awarded

Award up to 5 marks for a clear visual explanation of having found a pattern e.g in a table

/5

Award up to 5 marks for a clear verbal explanation of having found a pattern

/5

Award up to 5 marks for good demonstration of team work throughout

/5

If you know that there were 74 rats, calculate how many children that would leave. Award up to 3 marks for workings/explanation and 1 mark for a correct answer

Answer - 52 Rats have 4 legs, so 74 x 4 = 296 rat legs, 600-296=104 children’s legs, 104 ÷ 2 = 52

/4

If you know there were 300 children, how many rats would there be? Award 1 mark for workings/explanation and 1 mark for a correct answer

Answer – 0 Children have 2 legs so 300 x 2 = 600 legs So there could be no rats

/2

What is the maximum number of rats you could have and still have at least 1 child? Award up to 3 marks for workings/explanation and 1 mark for a correct answer

Answer – 149 1 child would leave 598 legs for rats but this does not divide equally by 4 2 children leaves 596 legs, 596 ÷ 4 = 149 rats

/4

Total /25

TEMPLATES

Template Poster – editable MS Publisher version enclosed

Template Registration Form

THEBP Number Partners Challenge 2016

Team Registration Form

Please complete the following information and email to:

Becky Feetham Senior Project Manager Email: [email protected] Tel: 020 7655 0302 Fax: 020 7375 2323

I would like to register a team to take part in the Number Partners Challenge

2016.

We will complete 3 weeks of activities during our 30 minute partner sessions,

with the hope of attending the Grand Final on Friday 27th May.

Each school can register more than one team, but teams must consist of no

more than 1 volunteer supporting 2-4 pupils.

I also agree to provide at least one adult to help with the refereeing and

administration on the day of the Final if my team make it through.

Volunteer Name: _____________________________________

Company: _____________________________________

E-mail: _____________________________________

School Name: _____________________________________

Names and ages of pupils in your team:

Name Age / Year group

mailto:[email protected]

Bringing businesses and schools together to help young people succeed

for their effort, team work and numeracy skills during the

Number Partner Challenge 2016

This certificate is awarded to

Name Surname of _______School

Becky Feetham Primary Project Manager

Tower Hamlets EBP

Documents

BRING THE NUMBER PARTNERS CHALLENGE TO …numberpartners.org/.../uploads/NNP-Challenge-Pack-2016.pdfthe Tower Hamlets 2016 dates are: Week 1 – week commencing 25th April Week 2 –